Challenges and perspectives in the initial training of teachers who teach mathematics in a remote context: what do teachers have to say?

Abstract

The article reveals results obtained from a Scientific Initiation research, financed by the São Paulo Research Foundation (FAPESP), which aimed to understand how a Mathematics discipline was structured in a public Pedagogy course in the state of São Paulo during remote teaching, focusing on the teaching and student perspectives. In order to fulfill this purpose, the scholarship holder enrolled in a discipline with the listed context and carried out analyzes of participant observation and online forms, for the trainer and future pedagogues. For the present text, we chose to discuss the data produced from the subject teacher's form, which allowed us to understand the perceptions about the teaching and learning of Mathematics in remote teaching, the possibilities and challenges. When we look at the results, we realize that the teacher envisioned innovative possibilities, among them enabling the participation of Mathematics Education researchers and the use of online games to explore mathematical content. However, the professor also suffered some obstacles, such as the impediment of the partnership with the mandatory face-to-face internships and the use of manipulable materials.